Assignment Checklist

• Explained why students are doing this writing assignment (learning goal)
• Built in some REFLECTION to measure this understanding
• Specified audience (professor, class, potential employer, DISCOVER research conference, high school students, etc.)
• Specified topic and purpose (inform, persuade, entertain, etc.)
• Explained task
• Described intellectual work (e.g. “first summarize, then predict…”)
• Described requirements (type & number of resources, word count, paper format)
• Presented a model (student or “professional”) while pointing out successful features (e.g. “notice the use of subheads”)
• Identified resources, such as Web sites, the LRC, Smarthinking, the course’s library instructor, fellow students, etc.
• Suggested (or mandated) due dates for components of long paper
• Required drafts (all to be collected—thwarts plagiarism)
• Discussed evaluation
• Prioritized values (e.g. creativity, use of evidence)
• Collaborated with class on making rubric
• Shared rubric
• Made this available in writing and/or on video
• Gave students opportunity to review assignment and ask questions in class